ETEC 512 - Applications of Learning Theories to Instruction

Deconstructing theories about teaching and learning

The first item in the course outline was a concept map about the course. I paid little attention to the strategic placement of this item. In returning to this course outline, I revisit and reflect on the importance of this concept map. Through the use of defining personal learning theory, thought questions, concept mapping and group presentations, my teaching and learning philosophy was stripped of all unnecessary elements. This course required me to strip away trivial concepts to get to the essential floorboards of learning theory.

Pratt (2002) articulates that 'one size doesn't fit all' in his investigations into five teaching perspectives. Each one (transmission, developmental, apprenticeship, nurturing or social reform) provides a "unique blend of beliefs, intentions and actions." Taking the Teaching Perspectives Inventory (Pratt & Collins, 2000) early in ETEC 512 began the process of my renovations and established my dominant (flooring) beliefs about teaching and learning.

Immediate Value

A meaningful activity described and my experience of it.

The most meaningful activity, done throughout ETEC 512, was the construction of the concept map and the development of my personal theory of learning. After an extended time in the profession of teaching, I thought it would be easy to define my personal theory and philosophy of learning and teaching. I discovered that significant deconstruction needed to occur before I could rebuild my understanding. Together, these two artifacts stripped and sanded my personal theory of learning – see simplified concept map image above.

Potential Value

Specific resource from this activity and why it is useful

The final concept map and the final personal learning theory statement, after many layers of rebuilding, are attached here.

Working through the process of creating a draft, reflecting and providing feedback on the drafts submitted by classmates, and progressively rebuilding the concept map and learning theory statement was laborious, time intensive, tedious, and rewarding. Each time I revisited, revised, renewed these artifacts something new was created.

Applied Value

How I used this resource in my practice and what it has enabled.

Concept mapping has been applied to my course design at the Faculty of Education where I teach. Students are asked to complete concept maps at various stages of their transformation from student to teacher. The concept map they create affords these learners the opportunity to construct their own understanding about ill-defined concepts such as classroom management, lesson planning and assessment. This practice has enabled me to peek into their understanding and ask focused questions to clarify their thinking.

Realized Value

Personal and organizational affect and success resulting from the activity and artifacts.

The image of stripping away an old linoleum floor comes to mind when examining the realized value of the concept map and personal learning theory statement. Old linoleum is glued to the plywood and requires extensive chipping and scraping to be fully removed. After the floor is stripped, the remaining glue needs to be sanded away. Then any nails or screws that hold the plywood to the floor joists need to be hammered or screwed down flush to the board. It is painstaking, tedious work. Similarly, the multiple versions and renditions of the concept map and learning theory statement left me with a chipped, scraped, sanded and flattened version of my philosophy and theory of learning. As a result of this work, my teaching practice has been renovated. Now, the teaching practice of my colleagues and students at the faculty of education is also under renovation.

Reframed Value

New definition of success

The many concept maps I have created since ETEC 512 indicates that the use of concept mapping is embedded into the way I teach and learn. Applying technology to concept mapping has established a solid floor upon which I can build new skills, clarity of understanding in subject domains, and increase my confidence. Exploring collaborative concept mapping tools has evolved to an 'affinity space' (Gee, 2009) where features and access to global environments, educators and learners result in less isolation, increased access to new resources and a stronger voice through collective learning with and about concept mapping in education.